新视野大学英语读写教程 第三版 第一册 Unit 6 教案

第 教学周/第 节（第 次课） 第 1 页 教学目的 Teaching Objectives:

To talk about the effects of part-time employment To further understand the text To apply the phrases and patterns To master the paragraph writing skill

教学重点与难点

1. Know how to analyze and use writing devices 2. Drills of important phrases in the text 3. Know how to analyze the narrative style of the writer and the development of the process about the content, and use these devices

教学方法与手段

1. lecture and explanation 2. discussion and retelling 3. PowerPoint 4. deduction

教学的基本内容 Unit 6, Section A: To work or not to work- That is the question Teaching Procedures: Pre-reading Activities Step 1. Greetings Greet the whole class warmly. Step 2. Lead-in and preparation for reading Let them talk to each other about the following questions: 1. Why do some students like to take part-time jobs 2. What problems will students face with when they take part-time jobs 3. What suggestions will you put forward toward students planning to work part-time Step 3. Fast reading Ask the Students to read the passage as quickly as they can and then answer the questions on the screen. Let them get the main idea of each paragraph and make clear about the text structure. Text structure: ( structured writing ) The passage can be divided into 3 parts. Part1 Research methods Part 2 (para2-4) Research findings Part 3 Explanations for the negative effects Part 4 Conclusion of the research 第 教学周/第 节（第 次课） 第 2 页

教学的基本内容 Purpose: Improve the students’ reading and writing ability and understand the general idea of each paragraph. Method: Read the text individually and talk in groups; Use task-based language

teaching method, reading approach, communicative approach and total physical response method.

Step 4. Preparation for details of the text on the screen Students are required to look at the Words and Phrases on the screen and give a brief presentation in class. Words and Phrases: Purpose: Train the Students’ ability of understanding and using foreign language. Method: Talk in groups, Use task-based language teaching method, communicative approach and total physical response method. 1. contrast with与…形成对比；和…相对照 The experts also contrasted smokers with non-smokers, on different indicators of their commitment to conduct. 专家们还对比了吸烟者和不吸烟者在行动力投入程度方面的不同指征。 2. interfere with妨碍；阻止 Sharpening the axe will not interfere with the cutting of firewood. 磨刀不误砍柴工。 3. take a / its toll on对…产生不良影响 The difficult curriculum, and fierce competition have taken a serious toll on students’ physical and mental health. 高难度的课程和激烈的竞争严重影响了这些学生的身心健康。 4. cut back on削减；缩减 Experts suggest that as the concentration of in the air exceeds 200, the general population should cut back on the social and recreational activities. 专家建议当大气中的可入肺颗粒物浓度超过200时，一般人群最好减少外出社交和娱乐活动。

第 教学周/第 节（第 次课） 第 3 页 教学的基本内容 5. drop out退学；辍学；退出；脱离 We should help those students who have dropped out of school because of poverty, enabling them to return to school. 我们应该帮助那些由于贫困而失学的学生，使他们重返学校。 6. be accustomed to doing sth.习惯于做某事 Love is mutual, which needs to pay, also wants to harvest. We, as parents, please do not be blindly accustomed to paying for our children. 爱是相互的，它需要付出，也要去收获。作为家长的我们，千万不要一味习惯为孩子付出爱。 7. contribute to促成，造成（某事发生） Animal fats and sugar contribute to a weight problem and can be a factor in heart disease. 动物脂肪和糖会导致体重增加，而且可能是引起心脏病的一个因素。 8. hold on to继续感到；仍然相信 Thousands of miles apart, we met with quarrels, and sometimes even a cold war, but we still hold on to love. 我们相隔千里，有争吵，也有冷战，但我们依然相信爱情。

Step 5: While-reading Activities Language Points: 1. There are numerous and reliable ways by which one can measure the impact of employment on student achievement, and we used several in our research (Para. 1) Meaning: There are many reliable methods to study how work affects students’ school performance, and we used a few of the methods in our research. 2. We have simplified and classified the data and the results are clear: The stakes are high. (Para. 2) Meaning: We have processed the data by making them simpler and grouping them into different categories. The research results are clear: The risks for working students are high. 第 教学周/第 节（第 次课） 第 4 页 教学的基本内容 3. On the other hand, we also detected a different pattern. Working for approximately 10 hours per week or less seemingly does not take a consistent toll on school performance. (Para. 3) Meaning: However, we also found out a different pattern, that is, when students work for about 10 hours or less every week, it does not seem to have a continuous bad effect on students’ school performance.